Exploring the labyrinth of first and second order inquiry in action research

This article offers a few reflections on the distinction currently made between first and second order inquiry in action research, embedded in the context in which they developed.Referring to their experience as facilitators/outside researchers in an action research project involving two groups of primary school headteachers in Italy, the authors argue that both facilitators and practitioners can develop first and second order action research.After a description of the context, samples of reflection as it developed within the two groups are presented, that show the recursive nature of some of the strategies used to facilitate the process.The article ends with a few questions to open further investigation. PremiseThe article challenges the distinction currently made between first and second order inquiry in action research.On the basis of our experience in the MOHD project, we want to argue that both the outside researcher/facilitator and the practitioner can develop first and second order research.The outside researcher/facilitator is in fact a practitioner himself and, as such, he can (and should) develop a first order research on his activity as a facilitator.Conversely, practitioners can be involved in second order research, that is acquire knowledge on how they come to know, when they develop both awareness and reflexive competence (see Appendix).